Robinsonade Romanlarında Ütopya, Distopya, Mahşer Metaforları ve “Çocuk Edebiyatı” - Robinson Crusoe, Mercan Adası ve Sineklerin Tanrısı

Robinson Crusoe 1719’da, İngiltere’de çığır açıcı bir roman olarak doğdu, olağanüstü ilgi görerek bestsellere dönüştü. Romandan esinlenen birçok yazar onun türevi ya da varyasyonu olan eserler üretti; robinsonade’ler böyle oluştu. Öte yandan, Robinson Crusoe, özellikle 1850’lerden itibaren bir çocuk edebiyatı eseri olarak okunmaya ve robinsonadeler de kaynak metindeki metaforları alımlayış tarzlarına göre çocuk ya da yetişkin edebiyatı olarak tasnif edilmeye başlandı. Ayrıca ekonomi-politik, pedagoji, anti- ve post-kolonyal kültür incelemeleri gibi alanlarda da romandaki imgelerden esinlenen kuramlar ortaya atıldı. Edebiyat ve edebiyat-dışı alanlarda inşa edilen bu muazzam “Robinson Crusoe söylemi”nin merkezinde, kaynak metindeki metaforların, bilhassa “ada” metaforunun “yeniden-metaforlaştırılması” olgusu vardır. Bu yeniden-metaforlaştırmalar genellikle ütopik ve kısmen distopik ya da mahşerî niteliktedir. Bu makalede amacımız robinsonadelerin çocuk ya da yetişkin edebiyatı olarak tasniflenmesinde ütopik ve distopik yeniden-metaforlaştırmaların nasıl bir işlev gördüğünü incelemektir. Bu amaç doğrultusunda Robinson Crusoe ve onu referans alan Mercan Adası (1858) ve Sineklerin Tanrısı (1954) romanları post-kolonyal bir perspektiften karşılaştırmalı edebiyat teknikleriyle çözümlenmiştir.

Anahtar Kelimeler:

yeniden-metaforlaştırma, robinsonadeler, ütopya, distopya, çocuk edebiyatına dönüştürme

Utopian, Dystopian and Apocalyptic Metaphors in Robinsonade Novels and “Children’s Literature” - Robinson Crusoe, The Coral Island, Lord of the Flies

Robinson Crusoe, first published in 1719, in England, as an epoch-making novel, received an extraordinary interest and became a bestseller. Many writers, inspired by the novel, have produced texts that are derivatives or variations; this was how robinsonades were formed. From the 1850s onwards, Robinson Crusoe came to be read as a work of children’s literature and the robinsonades came to be classified as children’s or adult literature according to the reception of the metaphors used in the source text. In the fields of political economy, pedagogy, anti- and post-colonial cultural studies, theories inspired by the images of the novel were put forward. At the center of this tremendous “Robinson Crusoe discourse” that was constructed in the literary and non-literary fields is the “re-metaphorization” of the metaphors of the source text, especially “island” metaphors. These re-metaphorizations are usually utopian and partly dystopian or apocalyptic. The aim of this article is to examine how utopian and dystopian re-metaphorizations function in the classification of robinsonades as children’s or adult literature. To this end, The Coral Island (1858), Lord of the Flies (1954), and Robinson Crusoe (the source text of the two former texts) were analyzed, from a post-colonial perspective and through the techniques of comparative literature.

Keywords:

re-metaphorization, robinsonades, utopia and dystopia, transformation into children’s literature, post-colonial theory,

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